internationalizing teacher education in the united states beverly d. shaklee, ed.d. director, center...
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Internationalizing Teacher Education in the United States
Beverly D. Shaklee, Ed.D.Director, Center for International Education
George Mason UniversityCollege of Education & Human Development
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Expanded views of diversity to include international global viewpoints
Professional development experiences that lead to inter-cultural competence for faculty and students
Foreign language & intercultural communication requirements
Use of curriculum, technology and other resources to expand the ‘view from Virginia’ in relation to the world
Four target areas
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Primarily from western or westernized nations Primarily English speaking < 10% another
language Primarily prepared in western models of teacher
education Primarily prepared to teach in the English medium Primarily female: ratio is 3 to 1 Primarily Caucasian Primarily live away from the school community
U. S. Teachers
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ComparisonsTeaching Practices
Areas of potential conflict
Western Perspectives Personal Control Change Time/Control Equality Individualism Self- Help Competition Future Orientation Action/Work
Other Countries Fate Tradition Human Interaction Rank/Status/Hierarchy Group’s Welfare Birthright Inheritance Cooperation Past Orientation “Being”
Cushner, McClelland,Safford 2013
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Virginia, 135 school districts = 1,250,852 students
36.7% are on free/reduced lunch 14.4% speak a language other than English
at home 7% receive ELL services
41% classified as ‘minority’ 11% were born internationally 22.9% are under the age of 18
Our students
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What are ways in which your professional development programs or teacher education programs attempt to bridge the gap between teachers and students?
With a partner
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“ It is often hard to learn from people who are just like you. Too much is taken for granted.
Homogeneity is fine in a bottle of milk, but in the classroom it diminishes the curiosity that ignites discovery.”
Vivian Gyssin Paley
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Schools and Classrooms School Culture Student Culture – norms, traditions, religion
and values Teacher Culture
“Best” predisposed to regard diversity as interesting
“Worst” diversity = deficit “Seldom” is diversity seen as exciting and
enriching* Cushner, McClelland, Safford, 2012
Where Cultures Intersect
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Many good teachers are wishing that the diversity they see in September will somehow fade away as the class becomes a group.”
Sara Lawrence Lightfoot
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Teachers who are prepared for multicultural settings normally focus on diverse domestic population, which may include some students who have recently immigrated…it is not clear how the knowledge and skills used with national students apply to international students or their families.
* Levy, 2007
Multicultural-International
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Social justice
MMEDomestic US
Civil Rights Era
Race Socio Economic Status
New “American” Populations
IEPost WW I League of Nations
Peace ActivismCross-national
Social Justice Mobility Globalization
International - multicultural
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Cross-cultural experiences Knowledge of diverse cultures Understanding of globalization Intercultural Communication skills Enhanced ability to work with and learn from
people different from themselves Shared belief in values that support
diversity, equity and global connectedness* Merryfield, 2001
Expanding views
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STATE State of Virginia – what does it mean to be a
citizen? NATIONAL United States of America – what does it
mean to live and contribute to a democratic society?
INTERNATIONAL The World – what does it mean to be inter-
dependent with the world? What is my responsibility?
International
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There is a chance that international curriculum and practices will be seen as only for high performing schools creating an opportunity gap.
There is research that indicates children in low-performing schools that internationalize the curriculum “students perceive themselves as modern day explorers” raising their motivation and performance (Asia Society, 2008).
Low-Performing Schools
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The focus has been on preparing our students for the 21st Century – for a global and inter-connected world.
Who is preparing the teachers? Programs ‘dance’ around terms such as social
justice, culturally responsive classrooms, global citizens…
There is much language but little practice. There is little implementation in teacher
education programs.* Shaklee & Baily, 2012
Teachers
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How do you foster the inter-cultural competence of your administrators and teachers?
How do you study the values, roles, traditions of the international students you serve?
What is the role of international parents in your school?
How have you moved beyond “food, festivals and fun” approach to culture?
In small group
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Able to manage the stress associated with intercultural interactions
Able to communicate verbally and non-verbally across cultures
Able to establish and maintain positive new relationships across cultures
* (Brislin & Yoshida, 1994)
Becoming inter-culturally competent
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U.S.A. & U.K = okay Japan = money
Russia = zero Brazil = insult
An Example: Okay?
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Affective – respect, openness and curiosity is a pre-requisite to developing
Cognitive - cultural self-awareness, culture-general as well as culture-specific knowledge
And Skills sets such as: Listening, observing, and interpreting
Deardorff, 2006
Pyramid of Intercultural Competence – Initial
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All of which are needed prior to being able to develop a more enhanced behavioral repertoire of:
flexibility, empathy, adaptability, and more culturally competent communication
and interaction
Pyramid of Intercultural Competence (Deardorff)
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Ultimately, people who are inter-culturally minded move from the avoidance or tolerance of difference to a respect and appreciation of difference, and from an unconscious ethnocentrism to a more conscious awareness of their own and others’ cultures (Bennett, 1993).
Inter-culturally minded
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Instead of being conscious of what not to do to avoid racism, sexism, and other prejudices, they understand what they can do to create respectful, productive intercultural relationships.
Inter-culturally effective people, thus, are proactive in nature and seek out diverse perspectives and contributions when making decisions and taking actions (Cushner, 2012).
Inter-culturally competent
Developmental Model of Intercultural Sensitivity (Bennett)
Where do your teachers stand?
How do you help them?
Ethnocentric
◦Denial
◦Defense
◦Minimization
Ethnorelative
◦Acceptance
◦Adaptability
◦Integration
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Emerges out of one’s cultural upbringing that is carried throughout one’s life and relations with others.
Identity motivates and colors the social dynamics of teaching as well as pedagogical approaches used to teach.
If a teacher does not reflect on the aspects of culture upon his/her identity the ramifications on students can be immense.
Romano & Cushner, 2007
Cultural Identity of a Teacher
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Openness to other ways of living, of speaking and of interacting
Propelled to be curious and then to search Non-judgmental, understands that
comparisons lead to judgments Able to go beyond comfort zone of the
familiar Able to tolerate ambiguity Able to understand and empathize with a
diverse range of people Able to speak another language fluently
To be an inter-culturally competent teacher
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Strategies to enhance
Conversational Partner Cross-cultural pairing to better understand another
culture Meet six to eight times during the term (online) Discussions range from reading newspapers
together to family to “how to get things done” Sharing at a general level/level of comfort Changes in substantive knowledge of culture,
personal understandings and interpersonal relationships (Wilson & Flournoy, 2007)
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Curriculum development teams Recognize teachers may have come from
pedagogical approaches that are “tell & show” & highly westernized
Design teams that can scaffold teacher’s ability to become a “curriculum maker”
Focus then becomes on perpetual inquiry and research in order to create learning around specific concepts and designing activities to foster those concepts
Strategies to enhance
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Foster study abroad or joint international student teaching placements for candidates
Fulbright Teacher Programs – http://fulbrightteacherabroad.org
Foster immersion programs within another culture
Foster teacher education study abroad Foster World Language for Teachers
Strategies to Enhance
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An inter-culturally competent faculty National standards for teacher education that
expand our boundaries Teacher candidates – high academic standards Different clinical experiences Internationalized coursework that includes
knowledge of cultural heritage, intercultural competence, immersion in a significantly different culture, world language skills
What does it take?
Are we preparing teachers for the 21st Century?
We must first have teachers of the 21st Century
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